THE APPLICATION OF MODERN TECHNOLOGIES IN THE METHODOLOGY OF JUDGES' CONTINUOUS TRAINING

Abstract

Over the past two decades, the continuous training of judges has undergone a paradigmatic shift from a lecture-centred approach towards participant-centred adult learning. This article examines how modern technologies—namely, learning management systems, videoconferencing, multimedia content, simulations, immersive environments, and artificial intelligence—may be integrated into the methodology of judicial training without compromising the principles of andragogy. The analysis is theoretical and is based on the European and international normative-methodological framework for judicial training, foundational scholarship on adult learning, and peer-reviewed research in educational technology, including studies originating at Harvard University. The novelty of this contribution resides in the systematic mapping of specific technological instruments across the four stages of the judicial training cycle (needs assessment, design, delivery, and evaluation) and in the derivation of selection criteria based on the principles of adult learning, as opposed to existing literature which treats e-learning in judicial education in more generic terms. Findings include the development of a step-by-step approach to integrating technology, the examination of the dual character of artificial intelligence as both an object and an instrument of judicial education, and implementation principles addressing matters of confidentiality, judicial independence, and the digital divide. These findings are of direct practical relevance to judicial training institutions.